Disclaimer: This project has been funded with support from the European Commission under the Erasmus+ programme. The website reflects the views only of the authors and the commission cannot be held responsible for any use that may be made of the information contained within.

The ‘Lived Values’ approach develops our pedagogical and philosophical thinking about the content dimension of the ‘fostering’ task of schools. This is different from values education or character education. Read more.

In scenario-based learning participants are involved in a discovery process that resembles real life settings and are asked to reflect upon a variety of elements, including decisions, consequences and outcomes. Read more.

Arts-based methodologies can offer inclusive strategies for expression, exploration and enquiry, not only for children who have another mother tongue as their first language, but for all children and young people because they offer a different material for thinking through ideas. Read more.

The Interpretive Approach looks at how religions and beliefs are represented, interpreted and reflected upon in educational contexts and curricular materials. It tries to bridge the gap between the way that religions and beliefs are represented and the lived experience of the learners. Read more.

The value of critical thinking and philosophy for/with children has become increasingly acknowledged and now has a solid evidence base to support it. Developing communities of philosophical enquiry allows for discussions about questions that matter, and cultivates the skills, dispositions, virtues and attitudes that support students in teachers in learning and enquiring together. Read more.